north dakota health sciences education · 2019-03-01 · formation, urine composition, homeostatic...

North Dakota Health Sciences Education

Content Standards

Approved & Adopted – January 2018

North Dakota Department of Career and Technical Education Wayne Kutzer, State Director and Executive Officer

600 E Boulevard Avenue, Dept. 270

Bismarck, North Dakota 58505-0610

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Adapted from:

-The National Health Science Standards. National Consortium for Health Science Education. Updated May 2015.

This set of standards was approved and edited with the inclusion of all current Health Science teachers in the state

over a period of three months, through a cooperative online process

and with meetings during professional development.

Permission to reproduce this material is granted for home, classroom, and workshop use. For all other purposes, please request permission

in writing from the North Dakota Department of Career and Technical Education.

It is the policy of the North Dakota State Board for Career and Technical Education not to discriminate in its educational programs, activities,

or employment policies as required by Final Regulation implementing Title IX of the 1972 Education Amendments, Title VI of the Civil Rights

Act of 1964, Section 504 of the Rehabilitation Act of 1973.

The Board policy does not advocate, permit, nor practice discrimination on the basis of sex, race, color, national origin, religion, age, or

disability as required by various state and federal laws. Equal education opportunity is a priority of the North Dakota State Board for Career

and Technical Education.

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North Dakota State Board for Career and Technical Education

Board Members

Chair

Dr. Brian Duchscherer

Carrington Public School

Carrington, ND

Vice Chair

Debby Marshall

TGU–Towner and Granville Public

School

Towner, ND

Kirsten Baesler

Department of Public Instruction

Bismarck, ND

Dr. Mark Hagerott

North Dakota University System

Bismarck, ND

Dr. Jeff Lind

Mandan Public School

Mandan, ND

Sonia Meehl

Oakes Public School

Oakes, ND

David Richter

Williston Public School

Williston, ND

Val Moritz

Valley City Public School

Valley City, ND

Michelle Kommer

Job Service North Dakota

Bismarck, ND

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Career and Technical Education Standards Introduction

Mission The mission of the State Board for Career and Technical Education (CTE) is to work with others to provide all North Dakota citizens with the

technical skills, knowledge, and attitudes necessary for successful performance in a globally competitive workplace.

Vision The State Board for Career and Technical Education (CTE) is committed to providing career awareness, work readiness skills, occupational

preparation, and retraining of workers throughout the state. Career and technical education will span all educational levels, providing youth

with exploration opportunities and the foundation skills needed to enter the world of work while providing adults with skills needed to enter,

re-enter, or advance in the workforce.

Goal North Dakota Career and Technical Education’s goal is to create a competitive and knowledgeable work force. This is accomplished through

a variety of educational program areas that are organized to prepare students for careers in their chosen fields, to take leadership roles, and

balance their multiple roles in life. CTE programs prepare students with the knowledge and skills to make informed career choices, to integrate

and apply academic concepts, to prepare for successful participation in a global society, and to engage in lifelong learning.

Standards Development Process Standards development is a multi-phase process. Existing and/or industry standards are the basis for the North Dakota Program Standards. A

team of expert secondary and postsecondary teachers, business and industry representatives, and the state program supervisor draft the

standards document. Once the document is finalized, the State Board for Career and Technical Education approves and adopts the standards.

Course Frameworks are also developed by the writing team. A framework includes a brief overview of the course content, topical units of

study, and identifies the standards recommended for inclusion within the course. The frameworks are tailored to prepare young people for the

opportunities in North Dakota. School Districts will use the frameworks as a guide for developing curriculum that reflects local needs.

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Key Principles of Career and Technical Education

We believe that Career Technical Education:

1. Draws its curricula, standards, and organizing principles from the workplace. The workplace provides the context, objectives, and organizing constructs for instruction and assessment. The workplace also defines

the standards of performance necessary, including those required for academic, technical, and employability skills.

2. Is a critical and integral component of the total educational system, offering career-oriented benefits for all students. CTE classes offer educational benefits to students pursuing careers requiring specific technical skills as well as providing a strong

foundation for those pursuing a traditional four-year (or more) degree.

3. Is a critical and integral component of the workforce development system, providing the essential foundation for a

thriving economy. Preparation of a well-prepared, qualified workforce requires solid academics, good work ethics, and specific technical skills as well as the

ability to communicate, work with others, solve problems, and use information. CTE contributes directly to this preparation by

providing a curriculum tied to specific workplace requirements.

4. Maintains high levels of excellence supported through identification of academic and workplace standards,

measurement of performance (accountability), and high expectations for participant success. Career Technical Education is committed to continuous improvement, attention to industry certification, and the development of highly

qualified teachers.

5. Is robust and flexible enough to respond to the needs of the multiple educational environments, customers,

and levels of specialization. CTE involves a large and complex delivery system that (1) integrates career exploration, (2) provides effective tools for organizing all

curricula, (3) facilitates the teaching and use of technology, (4) is integrated into the total learning experience, (5) enhances the learning

of academic subjects, (6) teaches broad occupational skills, (7) includes all aspects of the industry, (8) teaches how to balance family and

work responsibilities, (9) provides job-specific training, (10) is offered at multiple levels of the educational continuum, and

(11) is delivered through a variety of educational environments.

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Table of Contents

Publication Availability ........................................................................................................................ 2

State Board Members ........................................................................................................................... 3

Introduction to CTE Standards ........................................................................................................... 4

Principles of Career and Technical Education .................................................................................. 5

Table of Contents .................................................................................................................................. 6

Health Science Academic Foundation ................................................................................................. 7

Communication ..................................................................................................................................... 9

Systems ................................................................................................................................................. 10

Employability Skills ............................................................................................................................ 11

Legal Responsibilities ......................................................................................................................... 13

Ethics .................................................................................................................................................... 14

Safety Practices ................................................................................................................................... 15

Teamwork ............................................................................................................................................ 16

Health Maintenance Practices ........................................................................................................... 17

Technical Skills ................................................................................................................................... 17

Information Technology Applications .............................................................................................. 18

Career Ready Practices ...................................................................................................................... 19

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Standard

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HEALTH SCIENCE ACADEMIC FOUNDATION -Understand human anatomy, physiology, common diseases and disorders, and medical math principles.

Topic 1.1 Human Anatomy and Physiology

Student Competencies

1.1.1

Identify basic levels of organization of the human body.

a. Chemical

b. Cellular

c. Tissue

d. Organs

e. Systems

f. Organism

1.1.2

Identify body planes, directional terms, cavities, and quadrants.

a. Body planes (sagittal, mid-sagittal, coronal/frontal, transverse/horizontal)

b. Directional terms (superior, inferior, anterior/ventral, posterior/dorsal, medial, lateral, proximal, distal,

superficial, and deep)

c. Cavities (dorsal, cranial, spinal, thoracic, abdominal, and pelvic)

d. Quadrants (upper right, lower right, upper left, and lower left)

1.1.3

Analyze basic structures and functions of human body systems (skeletal, muscular, integumentary, cardiovascular,

lymphatic, respiratory, nervous, special senses, endocrine, digestive, urinary, and reproductive).

a. Skeletal (bone anatomy, axial and appendicular skeletal bones, functions of bones, ligaments, types of

joints)

b. Muscular (microscopic anatomy of muscle tissue, types of muscle, locations of skeletal muscles,

functions of muscles, tendons, directional movements)

c. Integumentary (layers, structures and functions of skin)

d. Cardiovascular (components of blood, structures and functions of blood components, structures and

functions of the cardiovascular system, conduction system of the heart, cardiac cycle)

e. Lymphatic (structures and functions of lymphatic system, movement of lymph fluid)

f. Respiratory (structures and functions of respiratory system, physiology of respiration)

g. Nervous (structures and functions of nervous tissue and system, organization of nervous system)

h. Special senses (structures and functions of eye, ear, nose and tongue; identify senses for sight, hearing,

smell, taste, touch)

i. Endocrine (endocrine versus exocrine, structures and functions of endocrine system, hormones,

regulation of hormones)

j. Digestive (structures and functions of gastrointestinal tract, chemical and mechanical digestion,

structures and functions of accessory organs)

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k. Urinary (structures and functions of urinary system, gross and microscopic anatomy, process of urine

formation, urine composition, homeostatic balance)

l. Reproductive (structures and functions of male and female reproductive systems, formation of gametes,

hormone production and effects, menstrual cycle, and conception)

Topic 1.2 Diseases and Disorders


1.2.1

Describe common diseases and disorders of each body system (such as: cancer, diabetes, dementia, stroke, heart

disease, tuberculosis, hepatitis, COPD, kidney disease, arthritis, ulcers).

a. Etiology

b. Pathology

c. Diagnosis

d. Treatment

e. Prevention

1.2.2 Discuss research related to emerging diseases and disorders (such as: autism, VRSA, PTSD, Listeria, seasonal flu).

1.2.3

Describe biomedical therapies as they relate to the prevention, pathology, and treatment of disease.

a. Gene testing

b. Gene therapy

c. Human proteomics

d. Cloning

e. Stem cell research

Topic 1.3 Medical Mathematics


1.3.1

Demonstrate competency in basic math skills and mathematical conversions as they relate to healthcare.

a. Metric system (such as: centi, milli, kilo)

b. Mathematical (average, ratios, fractions, percentages, addition, subtraction, multiplication, division)

c. Conversions (height, weight/mass, length, volume, temperature, household measurements)

1.3.2 Demonstrate the ability to analyze diagrams, charts, graphs, and tables to interpret healthcare results.

1.3.3 Demonstrate use of the 24-hour clock/military time.

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Standard

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COMMUNICATION -Demonstrate methods of delivering and obtaining information, while communicating effectively.

Topic 2.1 Concepts of Effective Communication


2.1.1 Model verbal and nonverbal communication.

2.1.2

Identify common barriers to communication.

a. Physical disabilities (aphasia, hearing loss, impaired vision)

b. Psychological barriers (attitudes, bias, prejudice, stereotyping)

2.1.3 Identify the differences between subjective and objective information.

2.1.4 Interpret elements of communication using basic sender-receiver-message-feedback model.

2.1.5 Practice speaking and active listening skills.

2.1.6 Modify communication to meet the needs of the patient/client and be appropriate to the situation.

Topic 2.2 Medical Terminology


2.2.1 Use common roots, prefixes, and suffixes to communicate information.

2.2.2

Interpret medical abbreviations to communicate information.

a. Common abbreviations

b. Joint Commission official “Do Not Use List”

Topic 2.3 Written Communication Skills


2.3.1 Utilize proper elements of written and electronic communication (spelling, grammar, and formatting).

2.3.2 Prepare examples of technical, informative, and creative writing.

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Standard

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SYSTEMS -Identify how key systems affect services performed and quality of care.

Topic 3.1 Healthcare Delivery Systems


3.1.1

Compare healthcare delivery systems.

a. Non-profit and for profit (such as: hospitals, ambulatory facilities, long-term care facilities, home

health, medical and dental offices, mental health services)

b. Government (such as: CDC, FDA, WHO, OSHA, Public Health systems/Health Departments,

Veteran’s Administration)

c. Non-profit (such as: March of Dimes, American Heart Association)

3.1.2 Describe the responsibilities of consumers within the healthcare system (such as: self-advocacy, patient

compliance, provider and consumer obligations).

3.1.3 Assess the impact of emerging issues on healthcare delivery systems (such as: technology, epidemiology, bioethics,

socioeconomics).

3.1.4

Discuss healthcare economics and common methods of payment for healthcare.

a. Private health insurance (such as: Blue Cross, Affordable Care Act - ACA)

b. Managed care (such as: HMOs, PPOs, medical home)

c. Government programs (Medicare, Medicaid, Tricare, and Workers’ Compensation)

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Standard

4

EMPLOYABILITY SKILLS -Utilize employability skills to enhance employment opportunities and job satisfaction.

Topic 4.1 Personal Traits of the Health Professional


4.1.1

Identify personal traits and attitudes desirable in a member of the career ready healthcare team.

a. Acceptance of criticism

b. Competence

c. Dependability

d. Discretion

e. Empathy

f. Enthusiasm

g. Honesty

h. Initiative

i. Patience

j. Responsibility

k. Self-motivation

l. Tact

m. Team player

n. Willingness to learn

4.1.2 Summarize professional standards as they apply to hygiene, dress, language, confidentiality and behavior.

Topic 4.2 Employability Skills


4.2.1

Apply employability skills in healthcare.

a. Chain of command

b. Correct grammar

c. Decision making

d. Flexible

e. Initiative

f. Integrity

g. Loyalty

h. Positive attitude

i. Professional characteristics

j. Prompt and prepared

k. Responsibility

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l. Scope of practice

m. Teamwork

n. Willing to learn

Topic 4.3 Career Decision-making


4.3.1 Research levels of education, credentialing requirements, and employment trends in health professions.

4.3.2 Distinguish differences among careers within health science pathways (diagnostic services, therapeutic services,

health informatics, support services, or biotechnology research and development).

Topic 4.4 Employability Preparation


4.4.1

Develop components of a personal portfolio.

a. Letter of introduction

b. Resume

c. Sample Projects

d. Writing Sample

e. Work-based Learning Documentation

f. Oral Report

g. Service Learning/Community Service

h. Credentials

i. Technology Skills

j. Leadership Examples

4.4.2 Identify strategies for pursuing employment (social media, personal networking, job sites, internships).

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Standard

5

LEGAL RESPONSIBILITIES -Describe legal responsibilities, limitations, and implications on healthcare worker actions.

Topic 5.1 Legal Responsibilities and Implications


5.1.1

Analyze legal responsibilities and implications of criminal and civil law.

a. Malpractice

b. Negligence

c. Assault

d. Battery

e. Invasion of privacy

f. Abuse

g. Libel

h. Slander

Topic 5.2 Legal Practices


5.2.1

Apply standards for the safety, privacy and confidentiality of health information (HIPAA, privileged

communication).

5.2.2 Describe advance directives.

5.2.3 Summarize the essential characteristics of a patient’s basic rights within a healthcare setting.

5.2.4 Define informed consent.

5.2.5 Explain laws governing harassment and scope of practice.

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Standard

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ETHICS -Understand accepted ethical practices with respect to cultural, social, and ethnic differences within the healthcare

environment.

Topic 6.1 Ethical Practice


6.1.1 Differentiate between ethical and legal issues impacting healthcare.

6.1.2 Identify ethical issues and their implications related to healthcare (such as: organ donation, in vitro fertilization,

euthanasia, scope of practice, ethics committee).

6.1.3 Utilize procedures for reporting activities and behaviors that affect the health, safety, and welfare of others (such as:

incident report).

Topic 6.2 Cultural, Social, and Ethnic Diversity


6.2.1 Discuss religious and cultural values as they impact healthcare (such as: ethnicity, race, religion, gender).

6.2.2 Demonstrate respectful and empathetic treatment of ALL patients/clients (such as: customer service, patient

satisfaction, civility).

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Standard

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SAFETY PRACTICES -Identify existing and potential hazards to clients, co-workers, and self. Employ safe work practices and follow

health and safety policies and procedures to prevent injury and illness.

Topic 7.1 Infection Control


7.1.1

Explain principles of infection control.

a. Chain of infection

b. Mode of transmission (direct, indirect, vectors, common vehicle [air, food, water], healthcare-

associated infections [nosocomial], opportunistic)

c. Microorganisms (non-pathogenic, pathogenic, aerobic, anaerobic)

d. Classifications (bacteria, protozoa, fungi, viruses, parasites)

7.1.2

Differentiate methods of controlling the spread and growth of microorganisms.

a. Aseptic control (antisepsis, disinfection, sterilization, sterile technique)

b. Standard precautions

c. Isolation precautions

d. Blood borne pathogen precautions

e. Vaccinations

Topic 7.2 Personal Safety


7.2.1

Apply personal safety procedures based on Occupational Safety and Health Administration (OSHA) and Centers

for Disease Control (CDC) regulations.

7.2.2 Demonstrate principles of body mechanics.

Topic 7.3 Environmental Safety


7.3.1

Apply safety techniques in the work environment.

a. Ergonomics

b. Safe operation of equipment

c. Patient/client safety measures (check area for safety)

Topic 7.4 Common Safety Hazards


7.4.1

Observe all safety standards related to the Occupational Exposure to Hazardous Chemicals Standard (Safety Data

Sheets (SDSs)). (www.osha.gov)

7.4.2 Comply with safety signs, symbols, and labels.

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Topic 7.5 Emergency Procedures and Protocols


7.5.1 Practice fire safety in a healthcare setting.

7.5.2 Apply principles of basic emergency response in natural disasters and other emergencies (safe location, contact

emergency personnel, follow facility protocols).

Standard

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TEAMWORK -Identify roles and responsibilities of individual members as part of the healthcare team.

Topic 8.1 Healthcare Teams


8.1.1

Evaluate roles and responsibilities of team members.

a. Examples of healthcare teams

b. Responsibilities of team members

c. Benefits of teamwork

8.1.2

Identify characteristics of effective teams.

a. Active participation

b. Commitment

c. Common goals

d. Cultural sensitivity

e. Flexibility

f. Open to feedback

g. Positive attitude

h. Reliability

i. Trust

j. Value individual contributions

Topic 8.2 Team Member Participation


8.2.1 Recognize methods for building positive team relationships (such as: mentorships and teambuilding).

8.2.2

Analyze attributes and attitudes of an effective leader.

a. Characteristics (interpersonal skills, focused on results, positive)

b. Types (autocratic, democratic, laissez faire)

c. Roles (sets vision, leads change, manages accountability)

8.2.3 Apply effective techniques for managing team conflict (negotiation, assertive communication, gather the facts,

clear expectations, mediation).

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Standard

9

HEALTH MAINTENANCE PRACTICES -Differentiate between wellness and disease. Promote disease prevention and model healthy behaviors.

Topic 9.1 Healthy Behaviors


9.1.1 Promote behaviors of health and wellness (such as: nutrition, weight control, exercise, sleep habits).

9.1.2

Describe strategies for prevention of disease.

a. Routine physical exams

b. Medical, dental, and mental health screenings

c. Community health education outreach programs

d. Immunizations

e. Stress management

f. Avoid risky behaviors

9.1.3 Investigate complementary and alternative health practices as they relate to wellness and disease prevention (such

as: Eastern medicine, holistic medicine, homeopathy, manipulative and natural therapies).

Standard

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TECHNICAL SKILLS -Apply technical skills required for all career specialties and demonstrate skills and knowledge as appropriate.

Topic 10.1 Technical Skills


10.1.1

Apply procedures for measuring and recording vital signs including the normal ranges (temperature, pulse,

respirations, blood pressure, pain).

10.1.2 Obtain training or certification in cardiopulmonary resuscitation (CPR), automated external defibrillator (AED),

foreign body airway obstruction (FBAO) and first aid.

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Standard

11 INFORMATION TECHNOLOGY APPLICATIONS

-Utilize and understand information technology applications common across health professions.

Topic 11.1 Key Principles of Health Information Systems


11.1.1

Identify types of data collected in Electronic Health Records/Electronic Medical Records (EHR or EMR) (such as:

history and physical, medications, diagnostic tests, patient demographics).

11.1.2 Explore different types of health record data collection tools (such as: patient monitoring equipment, telemedicine,

phone application, and medical wearable devices).

11.1.3 Identify the types and content of an EHR/EMR (such as: pharmacy, laboratory, radiology).

11.1.4 Create documentation in EHR/EMRs that reflect timeliness, completeness, and accuracy.

11.1.5 Adhere to information systems policies, procedures, and regulations as required by national, state, and local

entities.

Topic 11.2 Privacy and Confidentiality of Health Information


11.2.1 Apply fundamentals of privacy and confidentiality policies and procedures (HIPAA).

11.2.2 Identify legal and regulatory requirements related to the use of personal health information (such as: Health

Information Technology Act—HITECH Act, American Recovery and Reinvestment Act—ARRA).

11.2.3 Identify common policies and procedures for proper access, disclosure and protection of personal health

information (such as: passwords, administrative safeguards, database security).

11.2.4 Describe consequences of inappropriate use of health data in terms of disciplinary action.

11.2.5 Understand the principle to correct inaccurate information/errors entered into an EHR/EMR (such as: adding,

clarifying, and correcting information).

Topic 11.3 Basic Computer Skills


11.3.1 Apply basic computer concepts and terminology necessary to use computers and other mobile devices.

11.3.2 Demonstrate basic computer troubleshooting procedures (such as: restart, check power supply, refresh browser,

check settings).

11.3.3 Demonstrate use of file organization and information storage.

11.3.4 Identify uses of basic word processing, spreadsheet, and database applications.

11.3.5 Evaluate validity of web-based resources.

11.3.6 Demonstrate appropriate usage of email and social media in a work environment (such as: work-related

communications, personal texting on own time, appropriate language and content, use full language sentences).

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1. Act as a Responsible and Contributing Citizen and Employee Career-ready individuals understand the obligations and responsibilities of being a member of a community and demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and

the environment around them, think about the near-term and long-term consequences of their actions, and seek to act in ways that

contribute to the betterment of their teams, families, community, and workplace. They are reliable and consistent in going beyond the

minimum expectation and in participating in activities that serve the greater good.

2. Apply Appropriate Academic and Technical Skills Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more

productive. They make connections between abstract concepts with real-world applications and make correct insights about when it is

appropriate to apply the use of an academic skill in a workplace situation.

3. Attend to Personal Health and Financial Well-Being Career-ready individuals understand the relationship between personal health, workplace performance, and personal well-being; they

act on that understanding to regularly practice health diet, exercise and mental health activities. Career-ready individuals also take

regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of

mind required to contribute more fully to their own career success.

4. Communicate Clearly, Effectively, and with Reason Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual

methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They

are excellent writers; they master conventions, word choice and organization and use effective tone and presentation skills to articulate

ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready

individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

Career Ready Practices

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5. Consider the environmental, social, and economic impacts of decisions Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or

mitigate negative impact on other people, organizations and the environment. They are aware of and utilize new technologies,

understandings, procedures, materials and regulations affecting the nature of their work as it relates to the impact on the social

condition, the environment and profitability of the organization.

6. Demonstrate creativity and innovation Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a

useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to

issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices

and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and

understand how to bring innovation to an organization.

7. Employ valid and reliable research strategies Career-ready individuals are discerning in accepting and using new information to make decisions, change practices, or inform

strategies. They use a reliable research process to search for new information and evaluate the validity of sources when considering

the use and adoption of external information or practices. They use an informed process to test new ideas, information, and practices

in their workplace situation.

8. Utilize critical thinking to make sense of problems and persevere in solving them Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective

plans to solve the problem. They are aware of problems when they occur, quickly take action to address the problem, thoughtfully

investigate the root cause of the problem prior to introducing solutions, and carefully consider the options to solve the problem. Once

a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of

others.

9. Model integrity, ethical leadership, and effective management Career-ready individuals consistently act in ways that align to personal and community-held ideals and principles while employing

strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in

every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they apply

insights into human behavior to change others’ actions, attitudes, and/or beliefs. They recognize the near-term and long-term effects

that management’s actions and attitudes can have on productivity, morale, and organizational culture.

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10. Plan education and career path aligned to personal goals Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain

these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the

pathways available to them and the time, effort, experience, and other requirements to pursue each, including a path of

entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all

career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and

execution of career and personal goals.

11. Use technology to enhance productivity Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and

solve workplace problems. They are flexible and adaptive in acquiring and using new technology, being proficient with ubiquitous

technology applications. They understand the inherent risks, personal and organizational, of technology applications, and they take

actions to prevent or mitigate these risks.

12. Work productively in teams while using cultural/global competence Career-ready individuals positively contribute to every team whether formal or informal. They apply an awareness of cultural

differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all

team members. They plan and facilitate effective team meetings.

north dakota health sciences education · 2019-03-01 · formation, urine composition, homeostatic...

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